Science, Technology, Science, Technology, Engineering, and Engineering, and

Mathematics (STEM) Mathematics (STEM) in the United Statesin the United States

Science, Technology, Science, Technology, Engineering, and Engineering, and

Mathematics (STEM) Mathematics (STEM) in the United Statesin the United States

National Taiwan Normal University, National United University, and National Science

Council SIG Conference, September 2011

William E. Dugger, Jr.Emeritus Professor, Virginia Tech

&Senior Fellow, International Technology and

Engineering Educators Association

Outline of PresentationOutline of PresentationSTEM – definedA few basic definitionsNational content standards for STEM?Why STEM is so importantSome current work in U. S. affecting STEM:

◦NAEP◦Common Core Standards◦Framework for K-12 Science Education

Some U. S. efforts to support STEMPromises and challenges for STEM in the future

The Constitution of the United States grants the Federal Government no authority over Education, the 10th Amendment applies:

"The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people."

STEM (Science, Technology, STEM (Science, Technology, Engineering, and Mathematics) Engineering, and Mathematics)

STEM is the integration of Science, Technology, Engineering, and Mathematics into a trans-disciplinary subject in schools.

STEM is a new offering in U. S. schoolsSTEM education offers a chance for students to

make sense of the world rather than learn isolated bits and pieces of phenomena

STEM can be taught in a number of ways (integrated subject matter vs. ”silos” or other)

STEM: STEM: Integrated or Separated?Integrated or Separated?

STEM: STEM: Integrated or Separated?Integrated or Separated?

Integrated STEM: The principles of science and the analysis of mathematics are combined with the design process of technology and engineering in the classroom.

Separated S.T.E.M.: Each subject is taught separately with the hope that the synthesis of disciplinary knowledge will be applied. This may be referred to as STEM being taught as “Silos”

Some basic definitionsSome basic definitionsSome basic definitionsSome basic definitions

What is Science, Technology, What is Science, Technology, Engineering, and Engineering, and

Mathematics???Mathematics???

What is Science, Technology, What is Science, Technology, Engineering, and Engineering, and

Mathematics???Mathematics???

STEM DEFINITIONSSTEM DEFINITIONS

Science is the study of our natural world (National Science Education Standards, National Research Council, 1996).

Technology is the modification of the natural world to meet to human wants and needs. (ITEA, 2000)

Engineering is design under constraint (William Wulf, Past-president of National Academy of Engineering)

Mathematics is the study of any patterns or relationships (AAAS, 1993)

Updated Definition of TechnologyUpdated Definition of Technology

Technology is the modification of the natural world to meet to human wants and needs (ITEA).

➤It helps us to improve our health; to grow and process food and fiber better; to harness and use energy more efficiently; to communicate more effectively; to process data faster and accurately; to move people and things easier; to make products to enhance our lives; and to build structures that provide shelter and comfort (Dugger).

ITEEA/Gallup PollsITEEA/Gallup Polls<http://www.iteea.org/TAA/Publications/TAA_<http://www.iteea.org/TAA/Publications/TAA_Publications.html#Polls>Publications.html#Polls>

2001 and 2004 ITEEA/Gallup Polls.1000/800 national telephone interviews.Theme: “What Americans Think About

Technology”.Over 60% of Americans think that

technology and science, as well as technology and engineering, are basically one and the same.

ITEEA/Gallup Polls (Continued)ITEEA/Gallup Polls (Continued)<http://www.iteea.org/TAA/Publications/TAA_Publicatio<http://www.iteea.org/TAA/Publications/TAA_Publications.html#Polls>ns.html#Polls>

98% believe that understanding the relationship between technology and science is important.

Two-thirds view technology narrowly as computers, electronics, and the Internet.

97% stated that the study of technology should be included in the school curriculum.

The study of technology or Technology Education should NOT

be confused with Information Technology, Educational (or instructional) Technology, or Information and Computer

Technology (ICT)!

Why is Why is STEM Education so STEM Education so Important Important in thein theU.S?U.S?

“For a society so deeply dependent on technology and engineering, we are largely ignorant about

technology and engineering concepts and processes, and we (the U. S.) have largely ignored this incongruity in our educational system.”

(Bybee, 2000)

Schooling is not relevant to Schooling is not relevant to many of our youth in the U. S. many of our youth in the U. S. today:today:

Schooling is not relevant to Schooling is not relevant to many of our youth in the U. S. many of our youth in the U. S. today:today:

In the U.S. in 2009, approximately 1.25 million kids

left school without a high school diploma … that’s about 7,000

students a day!(National Dropout Prevention

Center, 2009)

The national Science Board in 2008 reported that the U. S. is currently experiencing a chronic decline in homegrown STEM talent and is increasingly dependent upon foreign scholars to fill the workforce and leadership voids.

The Council of Graduate Schools (2007) noted that

graduate school admissions to some post secondary STEM

programs are down by 30 percent over previous levels.

In some areas, only 16

percent of students in science and engineering disciplines

were citizens of the U.S.

Disturbing data:Disturbing data:

Only four percent of American college graduates in 2003 majored in engineering compared to 13 percent of European students and 20 percent of those in Asia.

A recent report of the U. S. Bureau of Labor Statistics predicts that the number of jobs in STEM

occupations will grow by 47 percent, three times the rate of all

other occupations, by 2010.(American Association of State

Colleges and Universities, 2005)

National Content Standards National Content Standards for STEMfor STEM

National Content Standards National Content Standards for STEMfor STEM

No current integrated STEM Standards

Individual STEM Subject StandardsScience

Benchmarks for Science Literacy (AAAS. 1989)National Science Education Standards (NRC, 1996) New Framework of Science Standards (being developed now)

MathematicsPrinciples and Standards for School Mathematics (NCTM, 2000)

Individual Standards Individual Standards (Continued):(Continued):Individual Standards Individual Standards (Continued):(Continued):

Engineering (None available)Technology

Standards for Technological Literacy: Content for the Study of Technology (STE)(ITEA 2000,2002,2007)(ITEEA) Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL)(ITEA 2003)

Technology and Engineering Standards (maybe in future)

www.iteea.org

Individual Standards Individual Standards (Continued):(Continued):Individual Standards Individual Standards (Continued):(Continued):

State Standards – Varies by state

National Assessment of Educational Progress (NAEP)

Common Core State Standards

Framework for Science Education

National Assessment of Educational Progress (NAEP)(“The Nation’s Report Card”)

2014 Technology and Engineering Literacy Framework

www.naeptech2012.org

NAEP 2014 Technology and NAEP 2014 Technology and Engineering Literacy FrameworkEngineering Literacy Framework

What is NAEP? Evolution and BackgroundProcess of Framework Development

◦Steering Committee◦Planning Committee

Overall PurposesOverall Purposes1. Develop the recommended framework and specifications for

NAEP Technology and Engineering Literacy Assessment in 2014 for grades 4, 8, and 12.

2. Recommend grade level(s) for the “probe” assessment in 2014.

3. Recommend important background variables associated with student achievement in Technology and Engineering Literacy that should be included in NAEP Assessment.

4. The assessment will be entirely computer-based.

Major Assessment Areas Major Assessment Areas

Technology & Society

Design & Systems

Information & Communication

Technology (ICT)

A. Interaction of Technology and Humans

B. Effects of Technology on the Natural World

C. Effects of Technology on the World of Information and Knowledge

D. Ethics, Equity and Responsibility

A. Nature of Technology

B. Engineering Design

C. Systems Thinking

D. Maintenance and Troubleshooting

A. Construction and Exchange of Ideas and Solutions

B. Information Research

C. Investigation of Problems

D. Acknowledgement of Ideas and Information

E. Selection and Use of Digital Tools

Common Core State Standards

National Governors Association Center for Best Practices and

Council of Chief State School Officers

2010

www.corestandards.org

Common Core State Standards(Continued)

Standards for English-language arts and mathematics Grades K-12 Developed in collaboration with a variety of stakeholders

including content experts, states, teachers, school administrators and parents.

The standards establish clear and consistent goals for learning that will prepare America’s children for success in college and work. 

Forty-four states have stated that they will adopt these standards.

www7.nationalacademies.org/bosewww7.nationalacademies.org/bose

A Framework for K-12 Science Standards:

Practices, Crosscutting Concepts, and Core Ideas

Board on Science Education, The National Research Council

July, 2011

HOW THE FRAMEWORK WAS DEVELOPED:

◦NRC convened a 18 person committee in 2009-2010 to develop a framework

◦Draft of framework was released in summer of 2010 for first review

◦Committee revised draft based on input received

◦Framework went through NRC review process also with more than 20 experts providing detailed comments

◦Committee revised framework in 2011◦Final framework was released in July 2011

Dimension 1: Scientific and Engineering Practices:

◦1. Asking questions (for science) and defining problems (for engineering)

◦2. Developing and using models ◦3. Planning and carrying out investigations ◦4. Analyzing and interpreting data

Dimension 1: Scientific and Engineering Practices (Continued)

◦5. Using mathematics and computational thinking

◦6. Constructing explanations (for science) and designing solutions (for engineering)

◦7. Engaging in argument from evidence ◦8. Obtaining, evaluating, and communicating

information

Dimension 2: Crosscutting Concepts That Have Common Application Across Fields:◦1. Patterns ◦2. Cause and effect: mechanism and explanation ◦3. Scale, proportion, and quantity ◦4. Systems and system models ◦5. Energy and matter: flows, cycles, and

conservation ◦6. Structure and function ◦7. Stability and change

Dimension 3: Core Ideas in Four Disciplinary Areas:

1. Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies

for information transfer

Dimension 3: Core Ideas in Four Disciplinary Areas (Continued):

2. Life Sciences LS 1: From molecules to organisms: Structures and

processes LS 2: Ecosystems: Interactions, energy, and

dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological Evolution: Unity and diversity

 

Dimension 3: Core Ideas in Four Disciplinary Areas (Continued):

3. Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity

Dimension 3: Core Ideas in Four Disciplinary Areas (Continued):

4. Engineering, Technology, and the Applications of Science

ETS 1: Engineering design ETS 2: Links among engineering, technology,

science, and society

Some U. S. Efforts to Support Some U. S. Efforts to Support STEM Education:STEM Education:

International Technology and Engineering Educators Association (ITEEA)(www.iteea.org)

The National Academies (NAS, NAE, NRC)(www.nap.edu)

National Science Foundation (NSF) (www.nsf.gov)

American Society for Engineering Education (ASEE)(www.asee.org)

Federal and State Efforts

Promises and Challenges for STEMPromises and Challenges for STEMSome promises from STEM:

◦Enhance student learning in the subjects of critical need:* STEM is an excellent way to synthesize and give more

meaning to closely related subjects. Students gain knowledge and abilities in an integrated

environment. Students are encouraged to be more innovative in what

they are learning. Students describe STEM as appealing and fulfilling

* Some of this content came from Dr. John Ritz (Professor) and Amanda Roberts (PhD Student) at Old Dominion University, Norfolk, VA

Promises and Challenges for STEMPromises and Challenges for STEMSome challenges of STEM:

◦STEM requires systemic change by policy makers, administration, and teachers to set the agenda and make the transition:* Change is difficult to make. Many teachers were not prepared (nor want) to teach in an

integrated environment. The formal integration of subjects in the U. S. has not met

with much success in the past. May require additional resources.

* Some of this content came from Dr. John Ritz (Professor) and Amanda Roberts (PhD Student) at Old Dominion University, Norfolk, VA

SUMMARY: This presentation has provided a view of the development and status of STEM in the U.S.

The items discussed were:◦ STEM – defined◦ A few basic definitions◦ National content standards for STEM?◦ Why STEM is so important◦ Some current work in U. S. affecting STEM:

NAEP Common Core Standards Framework for K-12 Science Education

◦ Some U. S. efforts to support STEM◦ Promises and challenges for STEM in the future

Thank you!Thank you!

William E. Dugger, Jr. Senior Fellow and Former Director

Technology for All Americans Project

International Technology and Engineering Educators Association

wdugger@iteea.org

and

Emeritus Professor, Virginia Tech

dugger@vt.edu

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